This unit of math focuses on multiplication: “Multiplication is repeated addition.” “Multiplication is an efficient way to add.” “Multiplication is skip counting.” “Multiplication is… ” Ask your Temescalians what they understand multiplication to be!
This week, we gave the Temescalians the challenge of arranging a set number of chairs into different arrays. We had to clarify that an array looks like a rectangle or square. It has an equal number of things in a row.
As we set up the problem, we told the class that we were planning for a concert and we were inviting 12 guests. How could we arrange the chairs in different ways? We counted out 12 cubes and arranged them in different ways. As we were working together, we demonstrated how to record each array, and to write a multiplication sentence, we would put the number of rows first, then the number of seats in each row next. (If it were one row of 12 chairs, the multiplication sentence would read: 1×12=12) We found we could arrange the chairs: 1×12=12, 12×1=12, 2×6=12, 6×2=12, 3×4=12, 4×3=12. Then it was the Temescalians’ turn! We gave each pair/trio a different number, they counted out that number of cubes, and they set to arrange the cubes into different arrays. The main point of this exercise is to see that there are an equal number of seats in each row in each array, and that even though you are coming up with the same product, the placement of the factors make a different array. Also, by using cubes, Temescalians can manipulate the dimensions of the array to see the different factor pair possibilities.
If your Temescalian is worried about knowing multiplication, reassure them that we will spend much more time on multiplication, and that they shouldn’t know the times table completely. Automaticity will come later. Right now, we want them to understand what 3×4 means instead of just being able to recall the corresponding product.
We also looked at arrays in terms of repeated addition, and spent time using DreamBox, where the Temescalians continue to build up their number sense and skills through individualized games and practice. Another way to think about multiplication was to play a Bridges game: Loops and Groups. The rules of play are included in the photo gallery, but this is another way to illustrate that multiplication is like skip counting.
We continued work on our “Thankfulness Expository” and started to pull main topics for our paragraphs from our mind maps. Common topics were family, food, and family. The next step was to think of people/things within each topic that the Temescalians are thankful for. The hard work here is to come up with an experience, a memory, a point of connection between the Temescalian and family or friends, or perhaps a way that this thing that they’re thankful for has helped them grow as a person. For example, I am thankful for food, and I listed baked goods as one of them because I have many instances where I bake with people or for people. To make this idea more meaningful, I relayed the memory I had this summer of baking and apple pie with my nephews and nieces. It’s a happy memory that is more than just a list or description of something I like to eat.
If you’d like to see your Temescalian’s progress, these graphic organizers are in their orange folders. Talk to your Temescalian about the topic/people/things that they’re thankful for and help them brainstorm memories that connect with these ideas.
We are writing words, albeit short ones, in cursive! At this point, we have learned the letters i, t, u, w. Other than having good posture and body form, cursive is a lot about aim. As with many things that require practice and patience, we remind the Temescalians that they will not perfect the letters on the first row of the workbook. We remind them that it takes years and much practice for the letter formation to come naturally. As your Temescalian experiments or practices cursive writing at home, remind them to breathe, be patient, and that they may not know how to write certain letters yet, but they’ll eventually get it!
California has many wonderful things about it, but if you grow up in this state, you must also prepare for natural disasters that may happen: earthquakes. We had our first earthquake drill of the year, and it was an overall success. They knew to stop, drop, and hold, and stay quiet so that they can hear any instructions that might need to be shared.
Our study of plants shifted focus to looking at the root systems and leaves of plants. We had conversations about root systems, as well as talking about what a tap root is. Ask your Temescalian if they can give you an example of a tap root. (A carrot!) With Julianne, we focused on descriptive language that we could use to describe the plants. To practice, we challenged kids to be brave and try and draw what a describer was looking at. It takes so much bravery to take a chance and draw something that you can’t see. Our Temescalians took a chance and trusted each other to be supportive and encouraging. Try this activity at home to practice observational and descriptive language skills. We also cared for the potted plants in our room. We repotted a few plants and made organic homemade fungicide:
Ingredients
4 level teaspoons or 1-1/3 tablespoons of baking soda
1 teaspoon of mild soap (e.g., Dawn or Ivory—should be biodegradable with no phosphates)
1 gallon of water
Directions
Mix all ingredients thoroughly and keep agitated. Then spray plants. Spray all leaves thoroughly, until the solution begins to run off. Spray the top and bottom of affected leaves, and spray all of the small new leaves, even if they don’t appear to have the fungus yet.
Sometimes social situations come up and we use our blocks to illustrate and talk about it. During this session, we talked about how to navigate choosing a spot during snack. Our players were Octi (an octagonal prism), Rex (a rectangular prism), TP (a triangular prism), Cube, and Shorty (a shorter triangular prism). The expectation during snack is to find a spot, wash your hands, sit down, wait to be invited to eat by the Nutritionist, and then enjoy snack. Octi, Rex, and TP were walking into the classroom to find a spot. Rex and TP stopped in front of table spots while Octi continued on to another table. What should Rex and TP do? After talking through different possibilities, the Temescalians concluded that Rex and TP should sit down at the table where they were standing.
With four or five Weekly Reflections under our belts, we wanted to remind Temescalians that there are different types of goals to focus on. We noticed that there are academic, behavior, social, and physical goals. Temescalians choose their own goals to focus on for the following week. This week, we brainstormed different types of goals that we can set, and then had Temescalians look through the goals they have set in the past and choose a different type of goal for this week. We hope you can take a look through your Temescalian’s portfolios and look through their goals with them!
We love Family Reading on Fridays! In addition to reading, we enjoyed looking through our portfolios and playing math games too!
We taught the kids a few group games this week: Poison Dart Frog and Screaming Toes. These games were pretty fun to play together in a group, and was an outlet for those who have a flair for a dramatic death.
Here are a few other snapshots from our week together. We had Picture Day (if your child was absent, make-up day for that is on Nov. 6), Jackie and I taught some kids how to play “Chinese jump rope”, kids constructed towers with kappa blocks, paper airplanes were folded, and, of course, lots of reading and drawing was done.
Upcoming Events:
October 31 – Halloween Parade: Please send your child to school dressed in their costume and with a change of street clothes. The parade will go from 8:45 – 9:15am. Please remember to fill your meters or find parking in the lot north of Ledger’s Liquors on Acton, spots 1-20.
As soon as the parade is over, Temescalians should change out of their costumes and into street clothing. We have P.E. later that day, so please remember appropriate shoes too!
November
1 – Field trip to Oakland Museum of California. (If you have indicated that you can drive, please make sure that your paperwork is cleared with Chris at the front desk!) Temescalians should wear comfortable walking shoes and bring a packed lunch with no candy, gum, or sugary drinks.
8 – Math Night (6:00 – 7:30pm) Come out for a little while and experience how we teach and learn math at The Berkeley School!
