Category: We are mathematicians.

Dear families,

What a wonderful week full of learning! We are so very blessed to be your child’s teachers. They truly bring us SO much joy each day!

We are writers.

We read a story called If I Built a House by Chris Van Dusen. Click here to watch the animated story on YouTube. Then both Ms. Kim and I worked together to support their writing development. First, Ms. Kim demonstrated writing that had little detail. Then she showed them the same piece of writing but with lots of detail that included the five senses. We noticed there were words that came up again and again that really helped us add details and visualize to paint a picture of what we imagined in our minds. Examples: like, when, with, and, so.

Students brainstormed by creating a web of all of the things they would add to their house if there were no limits. Here are some examples:

Students worked so diligently when they described their house. We felt so proud of their imagination and how hard they worked. When they were finished, they were encouraged to DYRIO and read over their writing three times.

This one strategy really helps them look for ways to make their writing better. We have noticed that students are catching themselves to add capitals at the beginning of sentences and finding where they need to add a period to end their sentences. What we love to see are the changes they are making when they are doing their second reading: Read it over like a revision expert. They actively look for ways to add more details or improve your message. This is such an effective way of helping them become better written communicators.

Ways to support at home: When your child practices writing at home, remind them to DYRIO: Read it over three times. Each time for a different purpose.

We are athletes.

Students LOVED their skating experience at Bill Copeland! Thank you to all the parents who came out to support us!

We are mathematicians.

We continued our learning about number concepts and place value. We learned there is a difference between a digit and what makes a number. There are also different ways to represent numbers.

We worked in groups of three to practice these four ways:

(1) standard form: 235

(2) written on a place value chart with hundreds, tens, and ones

(3) represented pictorially with a hundred shown as a square, tens as a line, and ones as a dot so 928 would look like this:

(4) expanded notation: 200 + 30 + 5 + 235

Here are some of our examples when we worked diligently and cooperatively in our groups! Can your child find their examples below?

How to support at home: Use a dice or deck of cards to create random 3-digit numbers like 537, 386, 187. Ask your child to show you the 4 ways to represent these numbers.

Math Fact Fluency

We created our own random numbers chart. It looks like this:

On one side, we have the digits 0-9. On the other side, 10-20. We will be using this to help us systematically learn strategies to add and subtract quickly. These will be practiced and reinforced so that it becomes automatic. We hear from many teachers in grade 4 and above that Math would be easier for students if only they knew their facts. It does take extra time and practice at home so we appreciate your support. We will be teaching them games as well to help reinforce.

To help you understand better, I recorded a video that explains how to use this Random Numbers Chart at home. CLICK HERE to watch. The video shows 0-20 on one side but since making that video, I found it more effective to have 0-9 on one side and 10-20 on the other side. One student decided to write the odd and even numbers in different colours and I thought that was absolutely brilliant! So I will be changing that when I teach this next year! (Thanks, Lara!)

Quick recall is in the grade 3 curriculum:

• At the end of Grade 3, most students should be able to recall addition facts to 20. We will provide opportunities to recall subtraction facts from 20 as well.

Last week, we learned about the commutative property, properties of zero, and properties of one. When adding or subtracting one, I don’t really want them calculating (adding or subtracting). To help with automaticity, I want them thinking what is the number that comes after (+1) or before (-1); in other words, counting on by 1s or backwards by 1. You will see more of these little strategy papers coming home in the future. I recommend you keep them all so your child can refer to them when needed. It’s a good reminder for you so you can remember the strategies too! 🙂

Ways to support at home: Ask your child to create one to practice at home. Then ask them to review or make it fun by doing it together.

We are scientists.

We finished our learning about thermal energy this week. We reviewed the three ways that heat is transferred: by conduction, convection, and radiation. To reinforce this learning, we watched a video. Click here to watch it at home.

We finished our Matter and Thermal Energy booklets by doing some self-reflection on our learning. We recorded (1) what we are proud of (2) what we would do differently next time (3) what we learned about matter and thermal energy OR what we learned about ourselves. They are excited to bring their booklets home to show you soon!

We are readers.

Our reading groups are well on their way now. Each group is working well together in supporting each other. We have been learning phonic rules that help us learn how to approach words that we find more challenging to sound out.

Upcoming Fun Community Opportunities

• Friday, December 6 at 5 to 8 PM – CARNIVAL hosted by Burnaby North’s Christmas Cheer Club. This is an annual event full of games, concessions, arts & crafts and more. To learn more, click here.
  • Location: Burnaby North Secondary School
• Sundays, December 1-22 at 10 to 11 AM – STORYTIME & CRAFTS at Brentwood Mall: Enjoy a family friendly program with festive music, games, and holiday fun!
  • Location: The TAB LAB located on Level 1 of the Interior Centre, across Telus.
• Every Saturday & Sunday from December 7 – December 22 – MOVIES ON THE PLAZA: Showings start at 3pm. Movie Schedule: 
  • December 7 and 8: Arthur Christmas
  • December 14 and 15: Frozen
  • December 21 and 22: Dr. Seuss’ How the Grinch Stole Christmas (Live Action)
  • Location: Brentwood Plaza

Dear Division 11 Families,

We are looking forward to our first skating field trip coming up on Tuesday! 

• Thank you to the families who have volunteered to be our drivers. If you have not already done so, please return the volunteer driver form by Monday. Click here to download a copy.
• Read the email that was sent on Friday from Ms. Chan about how and what to prepare for our skating field trip.

• Family Reading will be canceled since our skating field trip will take place on Tuesday. We will resume Family Reading after our field trips. 

Here are some highlights of the exciting learning happening in our class: 

Indigenous Education
On Wednesday, we joined the district-wide Indigenous education session via Zoom. Our students listened to the story The Moccasins by Earl Einerson and had the opportunity to design their own moccasins. Click here to watch the story read to you.

We are Mathematicians.
We are demonstrating our understanding of fractions by representing them in multiple ways: as parts of a whole, parts of a set, on a number line, and in word form.  Each student is working on their own version of the image to show what they know.

We continued our learning about number concepts and place value. We learned the difference between a digit and a number. Digits are 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. Digits become a number when we give the digit a value. Using our own place value charts and a deck of cards, we worked with partners to compare who had the larger number.

How to support at home:

• Quantities to 1 000 practice: Flip over 3 cards to make a number. Flip over 3 more cards for a second number. Flip over 3 more cards for a third number. Then ask the following:
  • Compare and order the numbers – Which number is the largest? Smallest?
  • How many hundreds, tens, ones in the first number, second number, and third number?
  • What is the value of the hundreds, tens or ones in each number?

We are writers using Triple Scoop Words.
In writing, we learned how “triple scoop words” can make our writing more engaging. Instead of using simple words like good, mad, or sad, we are choosing more vivid words like fantastic, furious, or devastated. This helps make our writing more engaging for readers and expands our vocabulary! Students will use this strategy when editing their own writing during DYRIO: Did you read it over? If you need a refresher as to what DYRIO means, click here to read a previous post that explains our system for re-reading our writing 3 times to make it better each time. Many students in the school are learning about DYRIO too!

We are readers.

We are gathering in reading groups to learn how to read better, support each other as readers, and make connections to what we read. So far, they have learned how to guide their classmate when they come across a word they mispronounced or are struggling with sounding out. They are instructed to not just tell them what the word is. This robs them of the opportunity to try sounding it out with scaffolded help. This is also such a great opportunity for the others in their group to teach, coach, and encourage the one who is trying to sound it out. I loved seeing the kind support so far!

Ways to support at home: When reading with your child and they come across a challenging word, please do not just tell them what the word is. Instead, guide them through noticing which letters are consonants/vowels, breaking up the word into syllables, reminding them that every syllable has a vowel, and figuring out whether the vowel is a short or long vowel sound, which remember the spelling rules (like when two vowels go walking, the first one does the talking and says its own name).

Feel free to review last week’s blog post for how to break up longer words into syllables.

Social Studies
This week, our students explored the topic of breakfasts around the world, thinking about similarities and differences compared to their own experiences. 

We are Scientists.

Previously, we learned that thermal energy can be transferred in 3 ways. One way is conduction. This week, we learned about convection: heat is transferred by the movement of liquids or gas (like air). After learning about this, we watched a short video to make it more visible. Click here to review with your child.

Thank you, families, and have a restful rest of your weekend! 

 Grateful for you, Ms. Kim and Ms. Chan

Dear Division 11 Families, 

We hope everyone is having a wonderful weekend so far! 

Family Reading on Tuesday
This coming Tuesday is our first Family Reading session! Please join us in the classroom on Tuesday morning until 9:15 to read with your child. We will be holding Family Reading every Tuesday and look forward to seeing you there! 

Here are some of the fun learning activities our students explored this week: 

World Kindness Day
We celebrated World Kindness Day on Wednesday. Our students brainstormed words, phrases, and actions that spread kindness. Then, we partnered with Division 18 to decorate the undercover area with words and pictures to brighten someone’s day and remind everyone to be kind. 

Social Studies
Our students reflected on their learning from the past few weeks. They practiced self-reflection as learners by: 

• Identifying what they are proud of as learners 
• Sharing interesting or memorable things they’ve learned 
• Considering what they would do differently next time 
• Writing down any wonderings they have 

Developing the ability to reflect on their learning is something we are working on in Grade 3 across all subject areas. Through guidance and modeling, our students are making great strides in becoming reflective learners! 

We are writers.
We continued working on descriptive writing this week. The students wrote about their homes, focusing on adding details, examples, and emotions to make their writing more vivid and engaging. 

We are readers.

We also reviewed letter sounds: short vowels (with hand signs to remember) and long vowels, blends where you hear both blended sounds (bl, cl, sl, br, cr, st, sw), and the difference between digraphs where the combination of letters changes the sounds (ch, sh, th, wh with hand signs to remember).

It is common for many readers at this age to set goals to read bigger words successfully. When readers look at longer words, sometimes they don’t know the strategy for how to break up the word into smaller chunks. So we learned one strategy by looking at the consonants and vowels in the words. Look at this example: carpenter

What we know: Every syllable has a vowel sound. Label whether each letter is a vowel or a consonant. Split the longer word in between the two consonants:

car – pen – ter

Now, they can see the word as 3 smaller combinations and it makes it easier to sound out.

Ways to support at home: When you are reading with your child, have a piece of paper at the ready to write down words they may struggle with sounding out. Ask them to figure out the consonants and vowels like we did with carpenter. Ask them to split the word in between letters where there are two consonants. Then ask them to read each syllable at a time. We know this is just one strategy but it gives them another tool in their toolbox.

We are artists.

Our students learned about how perspective is used in art to make drawings on a flat surface, like paper, appear more realistic. We explored the work of Patrick Hughes, an artist who creates reverspective (reverse + perspective) art. The students were fascinated by his work! Currently, they are sketching their own rooms, and in the coming week, we’ll begin transforming these sketches into three-dimensional artworks. 

We are mathematicians.

We continued learning about fractions and learned how to compare numbers using our place value place mats. Next week, we will review how to order numbers from smallest to greatest and vice versa.

We started learning about number concepts and place value. Each number has a value depending on where they are placed.

How to support at home:

Set aside deck of cards specifically for math games this year. Remove the Jack and King. The Ace = 1 and the Queen = 0 (zero) because it looks like a 0.

GAME: Create two place value charts like this to practice comparing numbers to 1000 (and later ordering numbers to 100):

1. Divide the deck into even piles. One for you and one for your child.
2. Sit side by side so it’s easier to compare numbers. You may wish to place one place value chart above the other one so it’s even easier to compare.
3. Both flip over 3 cards to make a number on your own place value chart placing the first card in the Ones place, the second card in the Tens place, and the last card in the Hundreds place.
4. Compare the numbers in the hundreds place. Which number is larger? If it is the same, then compare the number in the Tens place. Discuss why you compare the number in the hundreds place and not the ones place.
5. Whoever has the bigger number gets to keep all of the cards.

Help your child see that these numbers also represent: 823 = 800+20+3 and 409 = 400+9 so 800 is greater than 400 even though the 9 is bigger than the 3 in the ones place.

We can reflect.

Students worked so hard last week on their self-reflection on their learning this first term. We had an opportunity to think about their work habits, how they contribute to our classroom community by being good listeners, helpful, and kind. We also reflected on what we are proud of, how we improved, and set specific goals for further development.

ADST

We used the laptops on Friday. To streamline our log in experience, please help your child memorize their login username, email address, and password. It takes up valuable time to troubleshoot and look up IDs and passwords which affects their experience and that of others who have memorized theirs. Please send Ms. Chan an email if you need it sent to you again. Thank you so much for your support!

SpacesEDU

Thank you to parents who filled out the SpacesEDU online form. If you haven’t yet, you will be receiving an email reminder. Thank you!

Ice Skating

We are so grateful to the families who volunteered to help drive our skaters to Bill Copeland on November 26, December 3 & 10th. It truly is incredible to see how first time or beginning skaters step on the ice for the first time go from feeling fear to skating around in just 3 sessions! It’s a great lesson on growth mindset!

Thank you for your continued support. To see the number of people reading our weekly blog posts makes us feel valued for our time to share about the fun, engaging, and meaningful things we are learning in our classroom. We appreciate you!

Sincerely, Ms. Kim and Ms. Chan

Dear families,

Last week, our students learned about Remembrance Day and its significance. Their understanding of the day’s importance was evident in the respect they showed during Friday’s assembly. They also did a fantastic job on our wreath art project. After reading Todd Parr’s The Peace Book, each of us wrote on a leaf to express what peace means to us.

Math

Our students have been expanding their understanding of place value by using base-ten blocks. We’ve also been practicing comparing numbers by playing a fun game called Beat the Teacher. As a class, we roll one die, and each player decides whether to place that number in the ones, tens, or hundreds place. I then reveal my combination, and if they have a larger number than mine, they get points for that round. This time, they didn’t manage to beat me, but I don’t think that will last long; they already came up with so many brilliant strategies!

We’ve also continued our lessons on fractions. On Friday, our students worked in groups on a matching activity, then challenged themselves to see how quickly and accurately they could sort the cards.

Ways to support at home: Review concepts taught at school. Ask your child to teach you what they learned so far.

Social Studies

Our students now have pen pal buddies! We’re connecting with Grade 6/7 students in North Vancouver who are inquiring into ancient civilizations with topics similar to those we’ve discussed in our classroom. Our students wrote letters sharing what they’ve learned about different cultures and some questions they have about certain ancient civilizations. They’re excited to hear back from their buddies soon!

Thank you for your continued support at home.

Sincerely, Ms. Kim