LIP SYNC in 2/3P

On Thursday, November 17th, the top 3 students in 2/3P who have been lip syncing with Mr. Oliver were in a sing off competition. Savannah Leigh, Jayme and Ruby ramped it up with some rockin' tunes and Brady shone the strobe light!

          

After Mrs. Pallett and Mr. Oliver talked it over, the winner of the lip sync competition in 2/3P was .....RUBY! 

 

Let's hear it for Ruby! 

Thank you, Mr. Oliver for making music/drama so much fun! The top three were also treated to McFlurries. Yummy!

Co-created by 2/3P

UPDATE from Mr. Oliver 

A video clip of Ruby performing her lip sync song that won her first place!

YAY, RUBY!

Literacy Art - So Much Fun!

To support us on our literacy art journey, Andrea Kerr, a Learning Support Coordinator with HPEDSB, joined us.

 Mrs. Kerr read to us, Students were encouraged to re-create the "carpet of leaves on the forest floor" using style and technique of ripped paper collage. 

This is what students have created so far:

Mrs. Kerr will join us on November 23rd to support our continued learning with our art creations. We can't wait!

Plasticine Art - We are "FALLin'!"

A few weeks ago, we read Picture a Tree by Barbara Reid. This mentor text supported our inquiry connected to seeds, plants, soil and our role in protecting our environment and realizing its beauty!

Following the style of Barbara Reid, we created our own "tree"; a Fall Tree. 

Check out what we created!

Students used their knowledge of line design to sketch a tree. Students chose a variety of modelling clay colours that helped each of them represent a Fall Tree. 

I am so impressed with their creativity and detail communicated through their art work! 

Student Generated Problem Solving Questions

Today's math class was a follow up to our problem solving on Friday. I used the following question that was created by students to continue our investigation of problem solving and representing numbers.

Ambe and Aerin's question that was solved in class today was:
"If a centipede has 100 legs, how many legs will 10 centipedes have?"

 Collin - "I drew a number line to help me count by 100's"

 Makayla - "I drew pictures and made a number sentence to count up to 1000."

 Hayden and Thomas - "We drew centipedes and counted up by 100's to get the right answer."

Here are some up close pictures of student documentation:

    

We are on our way! Documenting our learning helps us take ownership and pride in our work!

Representing Numbers - Problem Solving Strategies

On Friday, November 4th, students were involved with a problem solving question that was taken from the Guide to Effective Instruction, K-3. I also asked Nikki Roy, from Curriculum Services, to join us to support our math thinking and to explore pedagogical documentation with students and myself. 

Using the chart stand, we brainstormed things that come in 2's, 3's, 4's, 5's, 6's, 7's and 8's. Then, students were given the following problem to solve together: If a spider has 8 legs, how many legs would three spiders have?

The strategies that students choose to use were: counting on their fingers, mental math, pictures, number lines, number sentences, 100's chart and arrays. I was so impressed to see how they displayed and communicated their thinking! 

As part of our pedagogical documentation journey, students were given sticky notes to name which strategy (strategies) they used and how the strategy (strategies) helped them solve the problem! By encouraging student to explain and document their thinking, they are able to communicate their thinking and take ownership in their own learning.

Patterning with Toothpicks

Representing and Extending Patterns

As a school, we are collecting data related to "high ceiling, low floor" questions that have multiple entry points for all students to be successful. These types of questions also offer multiple ways for children to show what they know because there is always more than one solve a question!

Students were placed in partners and together, they were asked to find out how many toothpicks would be needed to complete figure 10. 

All of our students in 2/3P could extend the pattern but we had to go back and RE-READ the question to help us to understand that the question was only asking us to figure out how many toothpicks would be needed to create figure 10. This type of investigation helped most students realize that 33 toothpicks were needed. HOORAY!!!

The strategies used by students were: mental math, drawing out the figures hand, and other students needed to build all 10 figures before they could see the extended pattern. Way to go, 2/3P!

BUSY! BUSY! BUSY!

Last week was a super busy week! We made apple sauce, explored problem solving by representing numbers and naming our strategies AND we began creating Fall art! So....where to start?!?!

After a fun trip to the apple orchard, we decided to use our class bushel of apples to make some apple sauce to enjoy while watching a Halloween video. Look at us!